ESSENTIAL FUNCTIONS:

Foster an educational environment conducive to the learning and maturation process of assigned students; plan an instructional program designed to meet individual student needs and whole groups which may include “at-risk” or special needs youth; prepare lesson plans.

Use necessary and appropriate instructional methods and materials, which are suited to the well-being of students and to the nature of their learning activities, program and/or curriculum involved; implement established program or curriculum objectives; attend in-service training and continue to improve professional growth through study and experimentation to remain current in methods and techniques for instruction.

Establish and implement, in a positive and supportive manner, classroom policies and procedures governing student behavior and conduct; provide guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; make referrals for assistance where appropriate.

Confer with students, parents or guardians, and other staff, in an open and positive manner to provide guidance and evaluation and encouragement of student achievement.

Establish classroom goals and objectives, in conformance with courses of study specified by State and School District statutes, regulations and guidelines; evaluate and record student progress; prepare reports for parents or guardians.

Collect and interpret a variety of data; provide reports for administrative purposes.

Direct the activities of assigned non-certificated personnel.

Attend or participate in all required staff meetings and other activities deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional development.

REPORTING RELATIONSHIPS:

PROFESSIONAL QUALIFICATIONS:

Knowledge of current curriculum and instructional practices such as teacher-directed instruction, literature-based reading, math problem-solving, use of math manipulatives, cooperative learning, and integrated curriculum.

Bilingual proficiency in English and Mandarin Chinese language required.

Elementary teaching experience preferred.

Previous experience in Dual Language program preferred.

Current knowledge of child development theory and its implications for teaching and learning.

Ability and skills necessary to individualize instruction.

Commitment and ability to work with a full range of students including gifted, mainstreamed special education, English language learners, and students from diverse cultural and social backgrounds.

Ability to work with computers to develop students’ technical literacy and to assist students in learning other subjects.

Ability to work in a collective or team approach.

Ability to communicate effectively with students, parents, and colleagues, orally and in writing.

Ability to work with students in multi-aged groups.

Ability to use varied assessments, including performance tasks, portfolios, and student self-assessment.

Ongoing professional development activities, such as college course work, professional associations, workshops, and in-service.

A strong and positive attitude that each student can be taught and has the right and capacity to achieve personal academic excellence.

Ability to perform all duties in accordance with applicable Board policies and district and legal requirements.

Ability to meet and maintain punctuality and attendance expectations.